Wit and Humour in Mass Communication

Gruner, Charles R.

doi:10.4324/9780203789469-14

Cited by 15 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A meta-analysis of the literature on the use of humor in educational materials conducted between 1977 and 2001 concluded that humor does have some effect on learning, but that the effect is small, inconsistent, and indirect (Martin, Preiss, Gayle, & Allen, 2006). However, a wide variety of studies also report that humorous content has no effect on recall in adult populations (Cantor & Venus, 1980;Fisher, 1997;Gruner, 1976;Gruner & Freshley, 1979;LoSchivo, Frank, & Shatz, 2005;Taylor, 1964). In Ziv's (1988) review of the 18 research articles on humor done between 1961 and 1981, only three of the eleven studies performed with college students reported a positive effect on retention.…”

Section: Performancementioning

confidence: 99%

A Rocky Issue: The Effects of Humor on Learning and Interest in an Educational Context

Westgate¹

2018

Preprint

View full text Add to dashboard Cite

The previous research on the effects of humor on performance has been mixed. Thepresent study broke related humor down into two categories: conceptually illustrativeendogenous humor and relevant yet non-illustrative exogenous humor. Participantsviewed one of three versions (serious, endogenous humor, or exogenous humor) of avideotaped geology lecture on mineral properties before taking a quiz on the materialand filling out interest measures and lecture ratings. Participants were quizzed andfilled out interest measures again two weeks later. Participants in the humorousconditions enjoyed the lecture more than those in the control condition. As predicted,interest in geology both in the lab and at the follow-up assessment was highest in theendogenous group, followed by the exogenous group, and trailed by the control group,but this trend did not reach significance. Likewise, there was no significant differencein performance in the lab initially among the three groups, although there was anonsignificant trend at the time of the follow-up, with the endogenous group doingbest and the control group doing worst on the quiz.

show abstract

Section: Performancementioning

confidence: 99%

A Rocky Issue: The Effects of Humor on Learning and Interest in an Educational Context

Westgate¹

2018

Preprint

View full text Add to dashboard Cite

show abstract

“…That is why we tried to find studies regarding humour and memory that are close to our subject and perhaps support its scientific basis. Gruner (1976) pointed out that out of the nine studies he examined, eight showed that those who learned with humour did not remember more and only one study showed that memory was better when learning with humour. Another study showed that material learned with humorous characteristics was remembered better for a period of one month after learning, but after a year, all differences were erased (Davies & Apter 1980).…”

Section: Will Materials Learned In a Humorous Manner Be Remembered Betmentioning

confidence: 99%

The relation between teaching the Arabic language using humour and reading comprehension at Elementary School in the Arab Sector in Israel

Sover

Din²

2018

EJHR

View full text Add to dashboard Cite

This research examines the extent to which the integration of humorous literary texts in teaching the Arabic language affects achievement in reading comprehension among Grade 4 pupils in the Arab sector in Israel. This research is the first one in the field. Research on the integration of humour in the study of Arabic language as first language does not exist so far. There are very few studies dealing with the integration of humour in the learning process of Arabic as a second language (only three were found). Hence, there are no studies dealing with the integration of humour in the educational field in the Israeli Arab sector. The research took place in one school in the Bedouin sector in the South of Israel. It was based on one experimental class and one control class The study examined the level of the pupils’ knowledge in all components of comprehension: explicit and implicit content, interpretation and integration, evaluating texts and drawing conclusions. The experimental classes studied six humorous stories whereas the control classes studied six stories without humour. The results of the experiment show that the achievements of pupils who learned comprehension using humorous stories was much higher than those in the control classes. In addition, a more positive learning environment was reported in the experimental classes.

show abstract

“…According to Foot and Mc-Creaddie (1986), the studies that show that humor does not aid memory outnumber the studies that show a positive or negative effect. However, Gruner (1976) found that humor is entertaining and renders the communicator more popular. Though humor has to be applied correctly and when misused may backfire on the communicator, the general conviction is that there is no reason for teachers or preachers to abandon its use.…”

Section: Humor and Sermonsmentioning

confidence: 99%

“…Humor makes use of the element of surprise, thus creating interest in a message (Heath & Heath, 2007) and creating positive feelings towards the communicator (Gruner, 1976). Wanzer, Frymier and Irwin (2010) found that humor is positively correlated to learning.…”

Section: Six Communicative Elementsmentioning

confidence: 99%

Moving sermons: studies into the persuasive effects of preaching

Stoorvogel¹

View full text Add to dashboard Cite

Wit and Humour in Mass Communication

Cited by 15 publications

References 0 publications

A Rocky Issue: The Effects of Humor on Learning and Interest in an Educational Context

A Rocky Issue: The Effects of Humor on Learning and Interest in an Educational Context

The relation between teaching the Arabic language using humour and reading comprehension at Elementary School in the Arab Sector in Israel

Moving sermons: studies into the persuasive effects of preaching

Contact Info

Product

Resources

About